Evidence map›Paper›PMID 41604137›Full record

ArticleJournal of cancer education : the official journal of the American Association for Cancer Education2026

Outcomes from a STEM Education Program for Elementary School Students in Medically Underserved Areas and Populations.

Muriel R Statman, Ethan N Eisenstein, Madeleine Brown, Marcelo M Sleiman, Rebecca B Riggins, Jackie Eyl, Dorothy Jones-Davis, Liza Manfred, Dia Stone, Catherine J Scharon and 3 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of cancer education : the official journal of the American Association for Cancer Education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Muriel R StatmanLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA.
Ethan N EisensteinLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA.
Madeleine BrownLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA.
Marcelo M SleimanLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA.
Rebecca B RigginsLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA.
Jackie EylKID Museum, Bethesda, MD, 20814, USA.
Dorothy Jones-DavisKID Museum, Bethesda, MD, 20814, USA.
Liza ManfredKID Museum, Bethesda, MD, 20814, USA.
Dia StoneKID Museum, Bethesda, MD, 20814, USA.
Catherine J ScharonLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA.
Laurel HarringtonKID Museum, Bethesda, MD, 20814, USA.
Chiranjeev DashLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA.
Kenneth P TercyakLombardi Comprehensive Cancer Center, Georgetown University, Washington, DC, 20007, USA. tercyakk@georgetown.edu.ORCID http://orcid.org/0000-0003-0274-556X

Funding

Tissue Culture Shared ResourceP30CA051008 · NCI · GEORGETOWN UNIVERSITY · PI MARCUS S NOEL · 1990 to 2026
$71.5M
NCI NIH HHS P30 CA051008NIH HHS CA051008
6 · The paper itself

Abstract

Early exposure to science, technology, engineering, and mathematics (STEM) can inspire children from medically underserved areas and populations (MUA/P) to pursue health and biomedical careers, helping reduce long-term cancer disparities. The Georgetown University Lombardi Comprehensive Cancer Center and KID Museum co-developed the Young Scholars Program (YSP) to engage elementary students from Title I schools in the Washington, DC region, in hands-on learning about cancer biology and prevention through a maker education approach. This study evaluated the YSP's impact on students' inventive learning, sense of belonging in STEM, and STEM interest using mixed methods. During the 2024-2025 school year, N = 432 students from four Title I schools participated. Most identified as Black (35%) or Latine (53%), and 49% were female. Among program attendees, N = 306 completed exit tickets, N = 224 returned evaluation surveys, and N = 184 had exit tickets matched to surveys. Post-program, nearly all students reported practicing as a scientist (99%) or engineer (98%). Knowledge of cancer biology and prevention was high, with 88-96% answering key questions correctly. Students endorsed strong inventive learning (90%), belonging in STEM (92%), and STEM interest (81%). Among students with matched data, those who reported practicing as scientists or engineers showed significantly greater inventive learning (F = 16.19, p < 0.001), belonging (F = 9.65, p = 0.002), and STEM interest (F = 4.75, p = 0.03). Qualitative reflections (N = 284 responses) most frequently described initiative (48%), followed by skill building (19%), teamwork (17%), perspective-taking (11%), and exploration (5%). The YSP strengthened students' STEM identity, comprehension of cancer concepts, and engagement in maker learning. Hands-on, culturally relevant instruction fostered initiative, collaboration, and belonging. Community-based STEM programs like the YSP show promise for advancing early STEM engagement and diversifying the future biomedical workforce.

Identifiers

PMID41604137
PMCPMC13005915

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.